Southern Association of Colleges and Schools Commision on Colleges – Fifth Year Interim Report

2. Student support services [CR 2.10]

Standard 2: The institution provides student support programs, services, and activities consistent with its mission. (Core Requirement 2.10)

Status: In Compliance

Berea College provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of students. The mission of Berea College is stated in its Great Commitments, and its major objective is to educate service-oriented leaders for Appalachia and beyond. The College’s mission directs the College to serve “black and white, male and female students of high academic promise with financial need.” Berea College admits only students who have substantial financial need (except for a few faculty and staff dependents). Full-tuition scholarships are provided to every student. The average family income for entering Berea students is less than $30,000 and over half are first-generation college students (neither parent has a college degree). Only 42% of Berea students come from homes where both the mother and father live together compared over to over 70% of college students nationally.

The College’s student support programs, services, and activities are designed to fit with the major tenets of its mission and to promote student development and academic success with special emphasis on valuing interracial education and diversity of all kinds; an inclusive Christian faith focused on service to others; the benefits of living, learning, and working with those different from oneself; simple and sustainable living; and learning and serving in community.

Following are brief descriptions of programs, services, and activities related to students’ social, personal, and professional development. The goal of each program, service, and activity is to enhance student learning and personal development, promote the institution’s mission, and meet student needs.

Social, Personal, and Professional Development Programs and Services

Guided Learning at Berea College

Because Berea College requires most (85+%) students to live on-campus in order that they may fully benefit from and contribute to the learning that takes place in the college’s residential life program, we have developed principles for community living known as “Guided Learning.”  The modifier “guided” emphasizes learning in an atmosphere that does not emphasize mandates, compulsion, coercion, control, but also does not constitute a complete laissez faire policy either. The term “guided” emphasizes support, encouragement, creative responses that are interpersonal: persons guide persons. The term “guided” emphasizes non-formulaic, non-prescriptive, non-mechanical, non-programmatic ways of people responding and interacting. It emphasizes the qualified, trained judgment of staff in helping students to deal flexibly with people, issues and difficult situations. A diverse student body in terms of race, gender, nationality, and religion makes for a multicultural living-learning environment in which residential learning augments classroom, work and service-learning.  It is also a complex community that puts different student backgrounds, cultures and experiences in tension – usually creative tension.

First-year students are housed together in facilities with live-in professional and student staff responsible for particular attention to their orientation and integration into campus life.  Residence Life programs are also an integral part of all students’ education.  The Residential Life Collegium (Student Life professional staff) and trained student residence staff provide an array of social and educational programs within residence halls.

Ecovillage

In line with our commitment to sustainable living, the Ecovillage is an ecologically and socially sustainable residential and learning complex of 50 apartments for married students and student parents many of who come to Berea as part of a strategic initiative to serve single parents from the Appalachian region.  Ecovillage staff members provide services to help students meet their combined academic, labor and family responsibilities.

Educational programs in the Ecovillage are offered on various life-skills such as parenting and budgeting, on Berea College mission-centered topics such as conflict mediation and diversity, and on sustainable practices such as recycling, composting, etc.   The Village provides experiential education in sustainable living for all residents and is home to the College’s Sustainability and Environmental Studies House.  A Child Development Lab (CDL) provides state-of-the art early education and childcare for Ecovillage resident children and children of other Berea students, faculty and staff.  A hybrid vehicle is provided for shared use by residents thereby reducing the need for single family transportation by village residents.

Appalachian Center

The Loyal Jones Appalachian Center is charged with primary responsibility for helping ensure that the College’s “Appalachian Commitment” to “serve the Appalachian Region primarily through education but also by other appropriate means” is realized.  Established as the first of its kind in the country in 1970, its early mission was to “get educators and students alike to see the inherent value in the heritage of the region.”  Today the Center’s work is divided into “outreach” efforts to serve people and communities in the Appalachian Region, primarily through the Brushy Fork Institute, which develops leaders, economies, and communities throughout Central Appalachia, and Appalachian Heritage magazine, the preeminent literary magazine in Appalachia.  The second area of work, one that has been expanded and strengthened in the last five years, is the Center’s “in-reach” work.  Here, primary focus in on students who come to Berea—either those who come from Appalachia (usually around 50 percent of students) or those who come from outside it.
Regardless of origin, the Center works to deepen the educational and co-curricular experience of students.  Those from the region, for example, do not often have a regional identity; furthermore, many have been told to do all they can to escape the region and never come back. In Appalachian Studies courses and especially in our GSTR 210 course, Appalachian students see Appalachian Studies as legitimate academic inquiry, which often becomes a powerful way we develop student servant-leaders for Appalachia and beyond.  The Center is also becoming more involved in providing academic support through the College’s Emergent Scholars program, particularly by working with students from economically distressed counties in Appalachia make the successful transition to higher education at Berea.  Through curriculum and programming, such as the Entrepreneurship for the Public Good (EPG) as well as our ongoing Dinner on the Grounds lunchtime series, all Berea students learn more about the history of the region as well as its assets and challenges.

The Center for International Education

In order to promote understanding of diversity and global issues, The Center for International Education (CIE) provides support services for Berea’s international initiative.  The Center sponsors programs to educate and promote learning about and appreciation of other cultures throughout the entire community.

The International Center was dedicated as The Francis and Louise Hutchins Center for International Education in 2006.  Its mission is to foster understanding of, and respect for, all peoples of the earth. The Center for International Education fulfills its mission through four interconnected areas of responsibility: 1) Education Abroad and Exchanges.  2) International Student and Scholar Services. 3) Faculty and Curriculum Development. 4) Campus-wide co-curricular programming based on an annual “International Focus.”

According to campus data, over 90% of international students graduate from the College.  Also, as many as 25% of all students participate each year in Education Abroad and over 45% indicated that they have done so before graduation.  Some students study abroad for a fall or spring semester, while others choose to study abroad in a summer program.  Berea has exchange agreements with six universities but students can choose to study almost anywhere in the world.

Approximately eight percent of our students are international, most of whom hold the F-1 visa and come straight from their home country to study at Berea.  These students need a wide variety of support services which the CIE provides.  From obtaining a visa, to orientation upon arrival, to advice about taxes, to navigating health services, to exploring options as they graduate, the staff of the CIE supports this important student population.

The CIE encourages faculty to internationalize their teaching through a variety of ways, including supporting international research, teaching abroad, and various international development trips.  Faculty development group study tours have taken place in Costa Rica, China, the Middle East, and in the Galapagos islands, with 15 to 25 Berea faculty taking part in each.  Smaller groups and individual faculty members have participated in study tours and seminars in Austria, Vietnam, Mexico, and Australia.

Each year the faculty and staff choose a different region of the globe for annual “International Focus.”  This focus serves as theme for international campus programs.  From Latin America to the Middle East, students over the course of their time at Berea can be exposed to experts, performers and commentators from around the globe.  Guest artists and experts often provide public events as well as speak in classes.   An international films series rounds out the International Focus as do two themed student dances per year.  On average, in an academic year, total attendance at International Focus events equals 1320.

In this way, the CIE supports Berea College’s Third Common Learning Goal: “As citizens of a global world, we seek to develop an understanding of and appreciation for ‘all peoples of the earth’ to promote peace and non-violence in the world.” (Being and Becoming: Berea College in the 21st Century, The Strategic Plan for Berea College)

The Black Cultural Center

The Black Cultural Center supports Berea College’s mission to “…provide interracial education with a particular emphasis on understanding and equality among blacks and whites”. Signature programs that foster campus-wide learning and engagement in interracial education include convocations and lectures, interracial and intercultural community dinners, and campus-wide celebrations and symposia.  The Center works closely with student organizations such as the Black Student Union, the African Student Association, and the Cosmopolitan Club.  Berea graduates rate their growth in interracial and diversity appreciation as among the most important and lasting effects of a Berea education.

A student Diversity Peer Education Team (DPET), arising from curricular collaboration between the Black Cultural Center and the Center for Excellence in Learning through Service, facilitates dialogue and provides training on various areas of diversity (race/ethnicity, gender, religion, sexual orientation, ability, class, and legal status).  The Center participates in student recruitment efforts and provides programs and support services for students of African descent (Black, African-American, Afro-Latino, Afro-Asian, Bi-racial).  Retaining these students is an important goal of the Center. One way we seek to retain students is through student development and leader development. Such opportunities for student leadership development are provided by the Black Student Union, Association for the Study of African American Life and History (ASALH), Women of the African Diaspora, and Black Male Think Tank groups and/organizations. The S.U.C.C.E.S.S. (Students United to Create Cultural and Educationally Successful Situations) Transition and Peer Mentor Program assigns upper class students to work with first year students to facilitate their transition, engagement, and retention.  S.U.C.C.E.S.S. also provides on-going activities to support the students’ social and academic experience.

The Black Female and Black Male Think Tank initiatives complement other learning and retention initiatives of the Center. The Female Think Tank provides activities to support women in their personal and social identity development. The Black Male Think Tank Initiative is a campus wide effort to address the national trend of lower access, retention, and student success rates of African American males. The Black Male Think Tank Initiative develops programs facilitating engagement, and success of Black males, addressing the national trend of lower access, retention, and success rates these students. For assessment data related to the College’s interracial commitment, see the topical area, “Interracial Education” on the Office of Institutional Research and Assessment Web site.

According to campus data, African American students typically graduate at or above the rates of other students. 

The Center for Excellence in Learning through Service (CELTS)

The Center for Excellence in Learning through Service (CELTS) coordinates Berea College’s student-led community-service and academic service-learning programs expressing Berea’s mission to “promote the Christian ethic of service, to serve the Appalachian region, and to develop service-oriented leaders for Appalachia and beyond”.

CELTS staff and student members educate students to provide leadership in service and social justice through a model of leadership development that provides students with opportunities to design service programs and coordinate service activities.  Such programs and activities provide structured opportunities for students to apply academic knowledge to community issues and to reflect on their learning.

CELTS staff members coordinate the Bonner Scholars Program which provides a four-year, developmental leadership and service program for sixty students selected as incoming students based on financial need, academic record, and a demonstrated significant involvement in service during high school. Bonner Scholars focus on service activities throughout their undergraduate career.

CELTS staff members also coordinate the academic service-learning program for faculty who incorporate service-learning into their courses, and for students and community organizations involved in service-learning projects.  Designated service-learning courses meet the Active Learning Experience (ALE) requirement of the General Education curriculum.  From 20-30 service-learning courses are taught each year. Recent data reflect a strong positive relationship between overall student learning and participation in service and service-learning. Graduation rates for students with service or service-learning experience was fifteen percent higher than those for students without such experiences (even controlling for entering academic qualifications). Most students who take service-learning courses find that the service project increased their motivation to learn the course material and helped them to learn it in a deeper, more meaningful way.

The Willis D. Weatherford, Jr. Campus Christian Center

The Willis D. Weatherford, Jr. Campus Christian Center (CCC) develops and organizes worship, program and service activities to assist the students, faculty, and staff of Berea College in fulfilling its mission “to promote the cause of Christ,” through a liberal-arts collegiate education, as affirmed and elaborated in the College’s mission-statement: The Great Commitments of Berea College. In keeping with its motto “God has created of one blood all peoples of the earth”, the College welcomes those who come from many different Christian communities, those who have commitments to other religious traditions or communities, and those who do not express commitments to any religious community or tradition at all. The Campus Christian Center fosters and nurtures the spiritual, social, and intellectual growth of the entire academic community through a variety of means including opportunities for voluntary personal and communal worship and religious observance;  lectures, presentations, and symposia by renowned religious leaders and scholars;  pastoral counseling and spiritual guidance;  interfaith dialogue and education;  and academic coursesIn partnership with Residence Life, the Center also provides and supervises student chaplains who offer spiritual support for student peers in residence halls.

The Center currently is engaged in a campus-wide interfaith partnership with Chicago’s Interfaith Youth Core (IFYC) led by Dr. Eboo Patel, a prominent Muslim and sociologist of religion, who advocates for interfaith cooperation and understanding.  Working closely with staff, students, and faculty, the IFYC has engaged in a process of asset mapping and surveying to identify Berea’s existing strengths and opportunities for growth in the area of interfaith cooperation, with the eventual result being the development and implantation of a strategic plan that will shape interfaith cooperation on Berea’s campus.  The goal is for Berea to become a campus where interfaith cooperation is a social norm as measured by student attitudes and behaviors.  As part of Berea’s ongoing relationship with the IFYC, members of the Campus Christian Center staff along with Berea College’s President Larry Shinn have been involved in a White House conference and follow-up meetings to address the connections between interfaith cooperation and American higher education, resulting most recently in President Obama’s President’s Interfaith and Community Service Campus Challenge.

Student Life Services, Programs and Activities

The Student Life division offers various services, programs, and activities to facilitate student academic success and personal development. Career development, health, psychological counseling, and disabilities services are provided. Special program initiatives include leadership development, recreation, and wellness.  A wide variety of student organizations (e.g., relating to sport, performance, justice, leadership, service, and promoting understanding) are open to all students.

Resident Advisors in each hall are expected to provide five programs for residents in their hall, suite, or on their floor during the fall and spring terms.  These programs represent the core values for residential students: Community, Ownership, Recreation, and Education (C.O.R.E.).  This values come from the Great Commitments,  specifically “To maintain a residential campus and to encourage in all members of the community a way of life characterized by plain living, pride in labor well done, zest for learning, high personal standards, and concern for the welfare of others.”

Programs on alcohol and drug prevention, diversity, safety, wellness and sexual assault and violence prevention are offered in an effort to achieve these core values and certain learning outcomes.  Outcomes include the following: 1) develop critical and reflective thinking; 2) apply effective reasoning skills; 3) develop the ability to manage and resolve interpersonal conflicts; 4) develop personal health, fitness, wellness and leisure habits and identify health risks; and 5) develop sensitivity to and appreciation of human differences.  Many of these programs are organized in a collaborative effort with other campus partners.

Counseling Services

Four licensed mental health professionals, including a psychiatric nurse practitioner who provides psychiatric evaluation and management on a contractual basis, provide consultation and individual, group, and couples counseling free of charge to currently enrolled students.
Counseling Services also provides 50-60 educational outreach programs to all students in collaboration with faculty and other staff on topics such as eating disorders, depression, psycho-social health, effective communication, body image, and sexual assault.

Campus-wide programs are periodically held in the Student Center to educate students about mental health issues, including depression, substance abuse, anxiety, relationship abuse and other issues, and family dynamics.  Examples of collaborative programs include a class Service Learning Project to develop and deliver a Body Appreciation Fair, and collaborating with the Theatre Department, faculty, and First-Year Initiatives on an Orientation Program to introduce new students to ways to avoid making choices that can interfere with academic and personal success.  Pastoral Counseling is provided by the campus ministers.  Pre-marital counseling workshops are co-led by members of both departments.

Counseling Services provides leadership in developing campus-wide protocols for sexual assault and suicide prevention and response and for staff training in these areas.

Disability Services

Disability Services coordinates services for students with documented disabilities in compliance with the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, and the Americans with Disabilities Amendment Act of 2008.  Disability Services authorizes accommodations, facilitates communication and delivery of services, and establishes procedures and guidelines to assist students with documented disabilities to fully access and benefit from the learning, working, and social environments of the campus, thus contributing to their learning and personal growth. Disability Services is often also the first point of contact for a variety of other unique medically related student needs, including motor vehicle and housing policy exceptions, accommodations on a temporary basis, consultation with work supervisors, and assistive technology considerations.

The Disability Services Coordinator maintains confidential files relating to disability services and works with presenting students to review their needs and authorize reasonable accommodation.  The Coordinator of Disability Services provides training to faculty members regarding the process for students to acquire accommodations and consults with instructors and others to explore the feasibility of requested accommodations.  Students referred to Disability Services who may require diagnostic testing for specific learning disabilities are referred to community resources able to provide such testing.  The Coordinator of Disability Services assists the student in arranging for such testing.

College Health Service

College Health Service provides a full scope of acute, chronic and preventive health care for students, employees, and their dependents.  Its location close to campus in the local hospital affords easy access to laboratory, x-ray and other diagnostic and treatment services. Services of the clinic are comparable to most primary care family practice clinics.  Medical staff includes two family physicians and three Certified Medical Assistants.  When specific medical needs cannot be met on site, referrals are made to appropriate specialists.  On-call service is provided 24 hours per day, seven days per week.

College Health Service also performs required physicals for all student athletes and provides pre-travel health assessments, immunizations, and medical clearance for students participating in international study travel.

College Health Service regularly assesses patient satisfaction with its services.

Department of Public Safety

Six non-sworn Security Officers and three full-time dispatchers provide full-time security services for College facilities, students, and employees.  Collaborating with professionals in Student Life, Judicial Services, Facilities Management, and Environmental Health and Safety, the Department of Public Safety coordinates emergency planning, training and notification systems for the College, documents incidents in compliance with provisions of the Higher Education Opportunity Act (HEOA) and maintains on-going working relationships with local law enforcement, fire, and emergency response agencies.

A new policy and procedure manual for officers has been authored and distributed.  A regular and consistent training program has been developed for officers to address deficiencies. Scheduling has been refined to allow for more officer coverage to campus and especially during peak hours.

The Department of Public Safety is utilizing technology (iPads) to improve the effectiveness of field personnel.  As recently as last year, officers would take handwritten notes in the field and then have to come back to the office to create electronic reports using a desktop computer. This process resulted in several hours being spent in the office rather than on campus. Now, all reports are completed at the scene using the iPad and immediately entered into the Public Safety database. This new technology will allow us to capture time efficiencies and free hours for more productive activities.

Also, the use of iPads make multiple databases available in the field which allows the officer to have immediate access rather than having to request a telecommunicator to look info up and relay it to the officer via radio or phone – a ponderous and fault-prone system. In addition, formal evidence and property handling procedures have been put in place.  Additionally, it allows office staff to attend to other duties rather than responding to radio requests.  Officers are not only doing incident reports via iPads but also activity reports, works orders for facilities maintenance and injury-illness reports can now also be done in the field and at the scene.
The Department is developing a community and neighborhood safety emphasis designed to enhance a sense of ownership among campus residents and encourage collaboration between residents to solve problems and develop citizen-responsibility.

A bar-coding system is going to be put into place for all campus buildings. This will allow us to record the time an officer enters and leaves facilities by allowing them to swipe the bar code with an iPhone. That information will automatically go into a database to provide documentation for officer activities as well as being used for other verification of incidents and the like.

The Department oversees maintenance and use of the Motor Pool and coordinates several student services including a Shuttle Van Service and the Berea Bikes bicycle repair and rental program.

Recreation and Intercollegiate Athletics

Recreation and physical activities enhance both personal and community growth.  Berea’s intramural, recreation, and wellness programs are rich, diverse, and well populated by students of all types.  Such programs are offered year-round.

Sixteen intercollegiate sports teams provide opportunities for competitive involvement in college sports.  One indication of positive engagement with our student athletes was revealed in a recent six year study that determined the first-to-second year retention rate of student athletes is higher for all sixteen sports than it is for our general student population.  Participation in these athletic teams provides for the development of character, physical conditioning, team skills, and community life.

Athletic fields, the Seabury Center with a swimming pool, racquet ball courts, dance studio, indoor track, cardiovascular and weight rooms, our numerous hiking trails and local forests all provide venues for recreation, wellness, intramurals and intercollegiate athletics that encourage active lifestyles for Berea students and members of our campus community. 

The Learning Center

The Learning Center’s mission is to enhance learning through service to students, faculty, and staff.  The Learning Center supports research, writing, and public speaking across the curriculum, valuing writing in all disciplines including the spoken and written word. The Center provides support for academic and creative writers.  The Center employs 26 student consultants to manage the office, train peer tutors, and work directly with students.  One full-time staff member serves as Program Coordinator.  Over forty teaching assistants are trained each year by The Center to assist students in the development of critical thinking, writing, and communication skills.  The Center also holds workshops on a variety of topics, from time management skills to avoiding plagiarism.  The Learning Center is experimenting with various online submission forms for help with writing. At the present time, it accepts online submission by request only, over email.

Also, The Learning Center offers services for graduating students, from study assistance for the Graduate Requirement Exams, and consultants help with resume-writing and with interview skills.  The Learning Center is also able to help those for whom English is a second language, and those with learning disabilities. The Carillon is a publication supported by the Learning Center that consists of art and literature in mixed media, all from the students and others on Berea’s campus. It is annually published, and members of the Carillon encourage submission of student work.

Berea College is in the planning stages for a new center that will bring together our current Learning Center and Internship Programs.   This new Center for Transformative Learning will facilitate and foster engaged and transformative learning and has been shaped by institution-wide strategic planning that draws upon the last ten years of literature regarding how students learn, high-impact practices, and student success.

Hutchins Library

Hutchins Library supports the educational mission of the college by maintaining a rich and large collection of materials in a variety of formats (books, journals, newspapers, electronic resources, CDs, audio tapes, videos, LPs, etc.), by providing Interlibrary Loan service, and by helping students develop their skills in locating and evaluating information. Further information on the library’s mission may be found on the Hutchins Library Mission and Goals web page.
In addition to the print collections, students and faculty members have 24/7 access to over 75,000 e-books available through the library’s catalog, over 43,000 e-journal titles available through a variety of databases, and several digital collections.  The library also has an active digitalization program, Berea Digital, which provides access to unique Special Collections and Archives materials that support the curriculum.  To date, Berea Digital contains over 7,300 images and 2,200 hours of Appalachian music and field recordings.

Hutchins Library has long been a “teaching library.” The librarians work closely with the faculty in both General Studies and departmental courses to help students become more effective researchers. Library liaisons are available to work with instructors in a variety of ways–from conducting research sessions in the library or the classroom to preparing bibliographies of references on particular topics.

The library also supports faculty members by encouraging all faculty who are incorporating research into their courses to keep library staff informed about these assignments. Faculty library liaisons welcome opportunities to discuss assignments and to provide instructional support as appropriate. For a list of both the collection development and bibliographic instruction library liaisons for the various areas of study, see the Library Liaison list.  Research assistance is always available on a drop-in basis, and the reference staff provides more thorough consultations by appointment.

The library has a Special Collections and Archives Department, audiovisual equipment, group study rooms, public computers, and copiers/printers/scanners. Two fully-equipped multi-media classrooms support the instruction program.  The library also provides space for teaching assistants to meet with students, the Math/Computer Science Tutoring Lab, the Faculty Applied Technology Studio, and a computer lab.  Wireless network access is available throughout the building.

Student Publications

Berea College acts as publisher of two official student publicationsThe Chimes yearbook and The Pinnacle student newspaper—funded by student fees and advertising revenue, and supported by the College through provision of office space, limited equipment, and other resources.

The Chimes and The Pinnacle are transitioning towards online publications and new technology.  The Chimes will be introducing new pilot barcodes in the 2010-2011 yearbook.  A barcode will be included in the back of the printed yearbook.  Once the barcode is scanned, it will link students to video coverage of drama productions, sporting events, and other various campus events.  These videos will not be limited in length.  There is a 30-year guarantee before this technology becomes obsolete.  Moving in this direction will be more sustainable and provide students with a better quality yearbook.  The Pinnacle staff is currently studying going online.  In the past year, they have initiated conversations with various campus constituents about the benefits and concerns of moving to an electronic format.  Currently, there is no plan to move in this direction.

Editors and certain other staff positions are paid positions in the College’s Student Labor Program. Editors ordinarily serve for one year, though contracts may be renewed for a subsequent year. Student editors have responsibility for upholding publications policy established by the Student Life Council and for determining content of the publications. A Faculty Advisor shall be approved by the Student Life Council for each publication. Faculty advisors serve for at least two, but not more than three, consecutive years.

The Student Life Council serves as the publication board to insure that each publication operates in the best interests of the College. The Council is responsible for hiring and, if necessary, dismissing student editors.  A Staff Administrator serves as the publications’ advisor, the labor supervisor, and monitors publications’ budgets.  In carrying out their responsibilities, students request advice and guidance from the Faculty Advisor, Staff Administrator, or the Student Life Council.

The Carillon is a publication supported by the Learning Center that consists of art and literature in mixed media, all from the students and others on Berea’s campus. It is annually published, and members of the Carillon encourage submission of student work.

Early Intervention Program

In order to identify and provide appropriate services to students who may be struggling academically and personally, the College’s Academic Services uses an early intervention program that involves the following:

Roster Check: A roster check is performed within the first week of each term to identify students who are not attending classes for which they are registered. Students not attending individual classes are directly contacted by Academic Services and/or other appropriate faculty/staff to determine what assistance may be needed.

Early Feedback Program: In the 3rd to 4th week of classes, all instructors, labor supervisors, and Collegium are contacted to provide feedback on each student’s attendance and performance. The responses are gathered and distributed to each student’s academic advisor.  Additionally, the campus-wide Response Team reviews the feedback and directly intervenes as appropriate. This process is designed to provide early feedback and assessment in a timely and comprehensive manner, allowing the student opportunity to make corrective actions, if needed.

Performance Checks: At any point in the term, an instructor or staff member can request a performance check on an individual student. Performance checks are conducted when there is a reasonable concern about the well being of a student who would benefit from the input of the student’s other instructors, labor supervisors, and/or Collegium members. Performance checks can be requested for students who are experiencing academic, labor, or other difficulties. Information gathered through the performance check is generally provided to the initiator of the check, the student’s advisor, and other appropriate individuals within the campus community, including the Response Team.

Mid-term and Final Grade reports: Mid-term and final grade reports are provided to advisors.  In these reports, grades of C- and below are highlighted as are term, mid-term, major, and cumulative GPAs below 2.0 and academic credits below those set on the Satisfactory Academic Progress chart.  Advisors are encouraged to meet with students to review the grades.

Internships

The Berea College Internship Office was established in 1980 to encourage students to think more seriously about their career choices and goals and to learn to deal with everyday problems in the work world. The Internship Office acts as a liaison for the student, agency supervisor, and faculty sponsor.

Completing an Internship can be a valuable part of the college experience. Ideally, an internship should be related to the student’s major and proposed career. Academic internships are classes in action, connecting academic experiences with the real world. Interns gain first hand work experience and often make lasting contacts that can help further careers.

The Internship Office provides all the necessary paper work that the student will need during the internship. Information on the number and kinds of academic internships can be found in the annual institutional Fact Book.

Technology Support

Information Systems and Services (IS&S) deploys and supports the campus information and communications technology infrastructure as a resource for student success and institutional effectiveness.  Information and communications technology supports a student’s success from his or her initial college explorations through matriculation, course work, major selection and graduation. The Hobsons web service application walks prospective students through the process of considering Berea College and preparing application materials and helps incoming students get connected with each other.  Once students are accepted, they receive e-mail and myBerea portal accounts to enable communication with the campus community, connection to campus information and assistance with specific requirements for matriculation.

Computer programs help optimize freshman course registration based on student interests so students are able to get a solid start on their course work in the first year. Students on campus are given a laptop computer with access to Internet and campus resources including e-mail, the Moodle course management system, the Library catalog system, self-service functions from the Banner student records system, and many other information resources available through the myBerea portal.  Software applicable to specific academic disciplines can be downloaded to students’ laptop computers as needed.

Computer labs make available high end graphics software for CAD instruction and print or Internet based document production as well video editing capabilities for student presentation, documentary or artistic video production.  Faculty members have access to standard digital classroom presentation technology as well as specialized equipment such as Smartboards, digital cameras and audio recorders to facilitate student learning in classrooms and labs.  And senior students find additional resources on the myBerea portal to assist with preparations for graduation, career explorations and connection with the alumni community.   A full description of IS&S services can be found in the annual institutional Fact Book.

Supporting Documents and Evidence

  1. Berea College 2011-2012 Catalog and Student Handbook, Great Commitments (Website) <http://www.berea.edu/cataloghandbook/college/bsmgc/greatcommitments.asp>
  2. Guided Learning Philosophy Statement (Website) <http://www.berea.edu/residential-life-collegium/guided-learning-philosophy/>
  3. Residential Life Collegium (Website) <http://www.berea.edu/residential-life-collegium/>
  4. Residence Life Staff (Website) <http://www.berea.edu/residential-life-collegium/>
  5. Ecovillage (Website) <http://www.berea.edu/sens/ecovillage/>
  6. Sustainability and Environmental Studies House (Website) <http://www.berea.edu/sens/senshouse>
  7. Child Development Laboratory (Website) <http://www.berea.edu/sens/cdl>
  8. Loyal Jones Appalachian Center (Website) <http://www.berea.edu/appalachian-center/>
  9. Brushy Fork Institute (Website) <http://www.berea.edu/brushy-fork-institute/>
  10. Appalachian Heritage Magazine (Website) <http://community.berea.edu/appalachianheritage/>
  11. Entrepreneurship for the Public Good (Website) <http://www.berea.edu/epg/>
  12. Center for International Education (Website) <http://www.berea.edu/cie/>
  13. Berea College 2010-2011 Fact Book
    1. Graduation Rates for International Students
    2. Education Abroad Participants
  14. National Survey of Student Engagement Results: Spring 2003, 2007, and 2010
    1. Which of the following have you done or do you plan to do before you graduate from your institution?  Study Abroad
  15. International Focus” (Website) <http://community.berea.edu/cie/focus/default.php>
  16. Being and Becoming: The Strategic Plan for Berea College, Revised May 2011
  17. Black Cultural Center (Website) <http://www.berea.edu/bcc/>
  18. Black Cultural Center Student Organizations (Website) <http://www.berea.edu/bcc/student-organizations/>
  19. Center for Excellence in Learning through Service (CELTS) (Website) <http://www.berea.edu/celts/>
  20. S.U.C.C.E.S.S (Students United to Create Cultural and Educationally Successful Situations) Program (Website) <http://www.berea.edu/bcc>
  21. Interracial Education Student Survey Items (Website) <http://www.berea.edu/ira/>
  22. Berea College 2010-2011 Fact Book
    1. Graduation Rates for African American Students
  23. Student-Led Service Opportunities (Website) <http://www.berea.edu/celts/>
  24. Service-Learning Programs (Website) <http://www.berea.edu/celts/service-learning/>
  25. Berea College 2010-2011 Fact Book
    1. Service-Learning Programs and Activities
  26. Bonner Scholars Program (Website) <http://www.berea.edu/celts/bonnerscholars/default.asp>
  27. Berea College 2011-2012 Catalog and Student Handbook, Active Learning Experience (Website)<http://www.berea.edu/cataloghandbook/academics/academicprogram/gep/ale.asp>
  28. Service-Learning Courses (Website) <http://www.berea.edu/celts/servicelearning/courses.asp>
  29. Graduation rates for students with service or service-learning experiences
  30. Willis D. Weatherford, Jr. Campus Christian Center (Website) <http://www.berea.edu/campuschristiancenter/>
  31. Worship at Berea College (Website) <http://www.berea.edu/campuschristiancenter/programs/worship-at-bc.asp>
  32. Student Chaplain Program (Website) <http://www.berea.edu/campuschristiancenter/programs/student-chaplain-program.asp>
  33. Interfaith Youth Core (Website) <http://www.ifyc.org/>
  34. The President’s Interfaith and Community Service Campus Challenge (Website) <http://www.whitehouse.gov/administration/eop/ofbnp/interfaithservice>
  35. Student Life Division (Website) <http://www.berea.edu/vplsl/organizationalstructure.asp>
  36. Career Development Office (Website) <http://www.berea.edu/careerdevelopment/>
  37. Health Service (Website) <http://www.berea.edu/healthservice/>
  38. Counseling Services (Website) <http://www.berea.edu/healthservice/>
  39. Disability Services (Website) <http://www.berea.edu/cds/ds/default.asp>
  40. Student Organizations (Website) <http://www.berea.edu/connections/getinvolved/studentorgs.asp>
  41. Community, Ownership, Recreation, and Education (C.O.R.E.) Values for Residential Students
  42. Educational Outreach Programs (Website) http://www.berea.edu/cds/outreach.asp
  43. Program Agenda for Overcoming Eating Disorders
  44. Substance Abuse Program
  45. How to Set Healthy Boundaries (Relationship abuse and other issues)
  46. Body Appreciation Fair
  47. Pre-Marital Counseling Workshops
  48. Sexual Assault Guidelines and Information
  49. Suicide Prevention Guidelines
  50. Rehabilitation Act of 1973 (Website) <http://www.ada.gov/cguide.htm#anchor65610>
  51. Americans with Disabilities Act (ADA) of 1990 (Website) <http://www.ada.gov/cguide.htm#anchor62335>
  52. Americans with Disabilities Act of 2008 (Website) <http://www.ada.gov/pubs/adastatute08mark.htm>
  53. Information for Faculty/Staff re: Disability Services (Website) <http://www.berea.edu/cds/ds/facultyinfo/default.asp>
  54. Information for Students re: Disability Services (Website) <http://www.berea.edu/cds/ds/studentinfo/default.asp>
  55. Health Service Assessment Report, April 2011
  56. Student Life (Website) <http://www.berea.edu/vplsl/>
  57. Facilities Management (Website) <http://www.berea.edu/facilitiesmanagement/>
  58. Environmental Health and Safety (Website) http://www.berea.edu/ehs/
  59. Public Safety (Website) <http://www.berea.edu/publicsafety/>
  60. Higher Education Opportunity Act (HEOA) Compliance Documents (Website) <http://www.berea.edu/publicsafety/>
  61. Higher Education Opportunity Act (HEOA) (Website) <http://www2.ed.gov/policy/highered/leg/hea08/index.html>
  62. Motor Pool (Website) <http://www.berea.edu/publicsafety/community/motorpool.asp>
  63. Berea Bikes (Website) <http://www.berea.edu/campuslife/bereabikes/>
  64. Intramural Program (Website) <http://www.berea.edu/campuslife/intramurals/default.asp>
  65. Wellness and Recreational Programs (Website) <http://www.berea.edu/campuslife/wellnessrec/default.asp>
  66. Intercollegiate Athletics (Website) <http://www.berea.edu/athletics/>
  67. First-to-Second Year Retention and Graduation Rates of Student Athletes
  68. The Learning Center (Website) <http://www.berea.edu/cltcr/>
  69. The Carillon (Website) <http://community.berea.edu/learningcenter/publications/carillon.html>
  70. Center for Transformative Learning Statement
  71. Hutchins Library (Website) <http://www.berea.edu/hutchinslibrary/>
  72. Berea College 2010-2011 Fact Book
    1. Library Collections, Expenditures, and Services
  73. Hutchins Library Mission Statement and Goals (Website) <http://libraryguides.berea.edu/content.php?pid=185564&sid=1558404>
  74. Berea Digital (Website) <http://www.berea.edu/bereadigital/>
  75. Borrowing Materials (Website) <http://www.berea.edu/hutchinslibrary/borrowing.asp>
  76. Interlibrary Loan (Website) <http://www.berea.edu/hutchinslibrary/forms/interlibraryloan/default.asp>
  77. Reference and Instruction (Website) <http://www.berea.edu/hutchinslibrary/referenceinstruction.asp>
  78. Faculty Library Liaisons (Website) <http://www.berea.edu/hutchinslibrary/liaison.asp>
  79. Special Collections and Archives (Website) <http://www.berea.edu/hutchinslibrary/specialcollections/default.asp>
  80. Berea College 2011-2012 Catalog and Student Handbook, Student Publications (Website) <http://www.berea.edu/cataloghandbook/sturegs/srr/studentpublications.asp>
  81. Labor Position Descriptionsfor:
    1. The Pinnacle <http://www.berea.edu/laborprogram/positions/pinnacle.asp>
    2. Chimes <http://www.berea.edu/laborprogram/positions/chimes.asp>
  82. Labor Program Office (Website) <http://www.berea.edu/laborprogramoffice/>
  83. Office of Academic Services (Website) <http://www.berea.edu/academicservices/>
  84. Early Intervention Program (Website) <http://www.berea.edu/academicservices/advisingsupport.asp#earlyintervention>
  85. Internship Office (Website) <http://www.berea.edu/internships/>
  86. Berea College 2010-2011 Fact Book
    1. Academic Credit Internships
  87. Information Systems and Services (Website) <http://www.berea.edu/iss/>
  88. Hobsons Web Service (Website) <http://www.hobsons.com/solutions/recruit/index.php>
  89. myBerea portal (Website) <https://my.berea.edu/cp/home/displaylogin>
  90. Moodle Course Management System (Website) <http://moodle.org/>
  91. Berea College 2010-2011 Fact Book
    1. Information Systems and Services

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